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DAY ONE

DAY ONE. Monitoring Evaluation - and Learning. How it should work. New interventions. Plan. Implement and monitor. Adapt. Report progress and share your insights with other stakeholders. Improve. Data.

charlottelear
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DAY ONE

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  1. DAY ONE

  2. Monitoring Evaluation - and Learning

  3. How it should work New interventions Plan Implement and monitor Adapt Report progress and share your insights with other stakeholders Improve Data Review with close stakeholders and learn about what is working and what isn’t and why

  4. INTRODUCTION TO M&E FRAMEWORKS

  5. M&E system • Frameworks • Processes • Tools

  6. Principal M&E Frameworks Logic model and assumptions ToC Narrative for the proposed project Overall project plan Logical/results/performance framework M&E implementation plan

  7. Defining intended results

  8. Logic model Narrative Gdkdeyrhfhdffdgdgfjsyencncm. Gdgfdhcgeacsi, soggjjiohtrdse. M&E implementation plan Logical/performance framework Gdkdeyrhfhdffdgd gf jsyencncm.

  9. Defining intended results Logic model Narrative for the proposed project

  10. Narrative 1 People in remote rural areas of the north-east of the country have poor quality of life as measured for example by health and education indicators. Girls and young women in particular have high morbidity and mortality rates, especially around reproductive health. Contributing to this is weak provision of basic services compared with other parts of the country. The communities lack rights awareness and empowerment and are poorly served by local NGOs which have weak capacity for social mobilisation, advocacy and engagement with local government. Communities practice very traditional gender roles, which means women and girls do not participate in community meetings, or have any associations of their own. The Social Mobilisation Project aims to address these problems through capacity building of NGOs, and support for the development of community organisation.

  11. Narrative 2 In the communities in the west of the country, gender equality issues - particularly topics such as domestic violence and the barriers to girls’ education - are rarely addressed in public. There is more awareness among young people of these issues than in the past, but they find it difficult to raise them with their family members and other adults. It is also hard for adolescent girls to express what they want for themselves, and women do not generally participate in public activities. Storytelling is a proven method for circumventing taboos in communities like this. The Storytelling for Gender Equality project aims to give gender equality a stronger voice by making storytelling more widespread in schools and the wider community. It will contribute to this by training performer-activists in engaging with schools, training teachers to develop storytelling among their students, and helping with storytelling productions in schools, and festivals in the wider community; all of this focusing on sensitive gender equality topics and issues. It is important to note that teachers are generally men, as are community leaders, and decision-makers, and there are few opportunities for girls to speak in class. The performer-activists will also be trained in advocacy on sensitive gender equality topics and issues with decision-makers, with the aim of sensitising the latter to the importance of taking appropriate government action.

  12. Construct a logic model for the project, based on the narrative, with outputs and at least two levels of outcome

  13. Intended v actual results

  14. LEVELS OF THE RESULTS CHAIN

  15. The different levels

  16. Outcomes More than one level

  17. External influences assumptions/risks

  18. Inputs The resources used in an intervention: People Money, materials, infrastructure, equipment Intangibles - know-how, ideas, reputation

  19. Activities/processes What the intervention does to turn inputs into outputs

  20. Outputs The project’s products and services experienced by the targeted people/institutions Not always easy to distinguish outputs from activities

  21. Activities or outputs? • A training course • An awareness-raising event • Research

  22. Outcomes Changes to which the project has contributed to a significant extent

  23. Short term outcome • A change that is directly attributable to one or more outputs of the project, occurring within the project’s lifetime. • Short-term outcomes are usually at the level of increases in awareness, attitudes or skills amongst directly targeted people. • Can also include initial changes in behaviours, or new processes where the directly targeted people or institutions have a degree of agency.

  24. Intermediate outcome • A change that is expected to occur once one or more short-term outcomes have been achieved. This may be achieved by the end of a project, or if not, there should be evidence that it will be achieved soon after. • An intermediate outcome can be about sustained change in people’s behaviour or in aspects of institutions.

  25. Ultimate outcome • The highest-level change that can be reasonably associated with a project. It is usually about sustained, positive changes in the status of the ultimately targeted populations. • It is often not feasible to measure ultimate outcomes in the life of a project, so it is more about defining the project’s goal.

  26. Outputs or outcomes? • Greater/new awareness • Changed attitudes • New knowledge • New/improved skills • Enhanced capacity

  27. Logical / performance frameworks

  28. Logical/performance frameworks • Intended results (as in the logic model) • Assumptions behind them • How to monitor key aspects of those results

  29. The logframe– what is it useful for? • Provides structure to results planning and then communicates this structure for stakeholders. TOC is better for both these purposes. • Summarises what needs to be monitored and how. • Provides a core framework for evaluating the project. • Used by many organisations so it’s easy for people to move from one project environment to another.

  30. The logframe – limitations • It is not a project plan. • It is not an M&E plan. • It is a hypothesised, very simple, version of reality and needs to be treated as such. Implications?

  31. Assumptions and risks

  32. Assumptions and risks • Assumptions are conditions in the project environment that you cannot fully control but which you will rely upon for project success. • Risks are the opposite of assumptions – they are factors outside the project’s full control that may prevent it from achieving its objectives.

  33. Identify one or two significant assumptions behind - or risks to - progress from the outputs in your logic model to the corresponding outcomes

  34. DAY TWO

  35. INDICATORS AND DATA SOURCES

  36. Indicators Variables that tell us about planned outputs and outcomes • whether/to what extent they have been achieved Observable, measurable or verifiable in some way Pre-determined and unambiguous categories of information • enable us to go out and get the data without much interpretation • the unit of measurement is clear

  37. Output indicators • Scale of engagement – how many/much? • Who you engage with (including gender and other demographics) • Quality of engagement – relevant, actionable etc.

  38. Outcome indicators Change • Cognitive/affective • Behavioural/capacity • Status e.g. household income; health • Organisational/institutional • What/who has changed? • In what way? • To what degree?

  39. Indicator and data criteria • Relevant • Adequate • Contribution-sensitive • Precisely defined • Feasible and proportionate • Reliable • Possible to disaggregate Representative of the result

  40. LOGIC MODEL 1 SOCIAL MOBILISATION People have equitable access to basic services People are more confident and competent – and women and girls feel it is safer - to take collective action to secure basic services Regular dialogue takes place between local government and NGO-CAG delegations, including women’s representatives, addressing the needs of underserved groups within communities Targeted NGOs trained in gender, social mobilisation and advocacy for communities Initial NGO engagement with local government brokered Formation of community action groups (CAGs) supported, with a focus on women’s groups CAG members trained in group management and governance Socio-economics rights awareness raising carried out

  41. LOGIC MODEL 2 STORYTELLING FOR GENDER EQUALITY Gender equality has stronger voice in the wider community A cadre of people – especially women and girls - confident and competent in using storytelling to promote gender equality Increased appreciation of and sensitivity to gender equality issues among school students, teachers, the wider community Teachers trained in facilitating young people to use storytelling techniques to explore sensitive gender equality topics Performer-activists trained and mentored to engage schools and to advocate with decision makers about sensitive gender equality topics “Empowering girls and women” festivals planned by actor-activists and schools and held in the wider communities Advocacy meetings held between performer-activists and decision-makers about sensitive gender equality topics raised in the schools and the festivals Storytelling productions exploring sensitive gender equality topics developed and delivered in schools

  42. Suggest some indicators for the outcomes in the logic model Include gender-related indicators

  43. Expect the unexpected!

  44. Monitoring beyond the logframe Monitoring should not be confined to pre-determined indicators. You need to look out for and record • Unplanned or unexpected results • Changes in the project environment not resulting from your intervention but which may affect the project – including issues relating to the assumptions in the logframe. Preferably this should be done systematically through capture of information e.g. through logs/journals, back to office reports, “most significant change”-type reflection.

  45. Indicators and targets An indicator is simply a gauge A target is the point on the gauge you want to reach or exceed

  46. Setting targets • Baseline, preferably with trend behind it Target Revised target B’line

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